Rhetorical pedagogy is an approach to teaching communication skills that historically emphasized the interconnectedness of understanding existing texts and creating new ones.
Historically, rhetorical pedagogy relied upon a very close relationship between reading and writing, observing and composing. This meant that students learned to become effective communicators by carefully studying examples of good rhetoric (reading and observing) and then practicing the creation of their own persuasive texts and speeches (writing and composing).
Core Relationship
The fundamental principle highlighted in historical rhetorical pedagogy was this strong link between consuming and producing rhetoric:
- Reading & Writing: Learning to write effectively was deeply intertwined with reading well-crafted texts. By analyzing how others wrote, students gained models and techniques for their own writing.
- Observing & Composing: Similar to reading and writing, observing skilled speakers or communicators provided insights into effective delivery and structure, which informed the student's ability to compose their own messages.
Key Activities: Analysis and Genesis (Ramus's Division)
One influential figure, Peter Ramus, formalized this approach by dividing rhetorical pedagogy into two primary activities:
- Analysis: The process of taking apart and understanding existing texts or examples of communication. This involved examining their structure, arguments, style, and effectiveness.
- Genesis: The process of creating or composing new texts or communication. This involved applying the principles learned through analysis to construct one's own message for a specific purpose and audience.
These two activities formed a cycle: through analysis, students learned how effective communication worked, and through genesis, they practiced applying that knowledge to create their own.
Ramus's Two Pillars
| Activity | Focus | Purpose |
|---|---|---|
| Analysis | Deconstructing existing work | Understanding principles and techniques |
| Genesis | Constructing new work | Applying principles and developing skill |
This duality of analysis and genesis underscored the active and reciprocal nature of learning rhetoric, bridging theory (understanding how others communicate) and practice (communicating oneself).
